Lesson 17

The purpose of this How Many Do You See is for students to recognize and name small groups and describe how they see them.

• Groups of 2
• “Ahora voy a mostrarles un grupo de cubos encajables muy rápidamente. Prepárense para ver cuántos cubos encajables hay” // “This time I am going to show you a group of connecting cubes very quickly. Be ready to see how many connecting cubes there are.”
• Flash the first image.
• “¿Cuántos ven? ¿Cómo lo saben?, ¿qué ven?” // “How many do you see? How do you see them?”

• Flash the image again.
• “Usen sus dedos para mostrarle a su compañero cuántos cubos ven” // “Use your fingers to show your partner how many cubes you see.”
• 30 seconds: partner work time
• “Cuéntenle a su compañero cuántos cubos ven y cómo lo saben” // “Tell your partner how many cubes you see and how you see them.”
• 1 minute: partner discussion
• Repeat for each image. 

• Display the second and third images.
• “¿En qué se parecen estos grupos de cubos encajables? ¿En qué son diferentes?” // “What is the same about these groups of connecting cubes? What is different?” (They both have 4. One cube moved from the top row to the bottom row.)
• Display or write “4.”
• “Hay 4 cubos encajables en este grupo. También hay 4 cubos encajables en este grupo” // “There are 4 connecting cubes in this group. There are also 4 connecting cubes in this group.” 

The purpose of this activity is for students to count their collection in a way that makes sense to them and to answer “how many” questions without recounting the collection. Most students should be given collections with 6–10 connecting cubes. Based on formative assessment data collected in previous sections, adjust the number for individual students. Students are provided with counting mats and 5-frames to help them accurately count or organize their collections. Students use appropriate tools strategically as they choose which tools help them count their collections (MP5).

• Groups of 2
• Give each student a bag of 6–10 cubes.
• Give access to 5-frames and counting mats to each group.

• “Descubran cuántos cubos hay en su colección. Muestren cómo contaron sus colecciones. Usen objetos, dibujos, números o palabras para mostrar cómo pensaron” // “Figure out how many cubes are in your collection. Show how you counted your collection. Show your thinking using objects, drawings, numbers, or words.”
• 2 minutes: independent work time
• “¿Cuántos cubos hay en su colección? Díganle a su compañero cuántos cubos hay en su colección sin contarlos de nuevo” // “How many cubes are in your collection? Tell your partner how many cubes are in your collection without counting them again.”
• 2 minutes: partner discussion

• Invite a few students to demonstrate how they counted their connecting cubes.
• After each student shares: “¿Cuántos cubos hay en la colección de _____? ¿Cómo lo saben?” // “How many cubes are in _____’s collection? How do you know?” (There are _____ cubes. I know because that’s the last number they said.)
• If needed, say “Cuando contamos, el último número que dijimos fue _____. Esto nos dice que hay _____ objetos en nuestra colección” // “When we counted, the last number we said was _____. That tells us that there are _____ objects in our collection.”

The purpose of this activity is for students to create and share what they build with their connecting cubes and to share how many connecting cubes they have without recounting the collection.

• Groups of 4.
• Give students access to 5-frames and counting mats.  

• “Usen todos sus cubos encajables para crear lo que quieran” // “Use all of your connecting cubes to create whatever you’d like.”
• 2 minutes: independent work time
• “Cuéntenle a su grupo qué construyeron y cuántos cubos usaron, sin contarlos de nuevo” // “Tell your group what you made and how many cubes you used without counting them again.”
• 4 minutes: small-group discussion

• Invite at least 2 students to share what they built with connecting cubes.
• “Cuéntenle a su compañero en qué se parecen lo que _____ y _____ construyeron” // “Tell your partner what is the same about what _____ and _____ made.”